Robbins PPT17

8th edition
Steven P. Robbins
Mary Coulter
PowerPoint Presentation by Charlie Cook

Copyright © 2005 Prentice Hall, Inc.
All rights reserved.
LEARNING OUTLINE
Follow this Learning Outline as you read and study this chapter.
Managers versus Leaders
• Contrast leaders and managers.
• Explain why leadership is an important behavioral topic.
Early Leadership Theories

• Discuss what research has shown about leadership traits.
• Contrast the findings of the four behavioral leadership
theories.
• Explain the dual nature of a leader’s behavior.
Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–2

L E A R N I N G O U T L I N E (cont’d)
Contingency Theories of Leadership
• Explain how Fiedler’s theory of leadership is a
contingency model.
• Contrast situational leadership theory and the leader
participation model.
• Discuss how path-goal theory explains leadership.
Cutting Edge Approaches to Leadership

• Differentiate between transactional and transformational
leaders.
• Describe charismatic and visionary leadership.
• Discuss what team leadership involves.

L E A R N I N G O U T L I N E (cont’d)
Leadership Issues in the Twenty-First Century
• Describe the five sources of a leader’s power.
• Discuss the issues today’s leaders face.
• Explain why leadership is sometimes irrelevant.

Managers Versus Leaders
• Managers • Leaders
 Are appointed to their  Are appointed or emerge
position. from within a work group.
 Can influence people only  Can influence other
to the extent of the formal people and have
authority of their position. managerial authority.
 Do not necessarily have  Do not necessarily have
the skills and capabilities the skills and capabilities
to be leaders. to be managers.
Leadership is the process of influencing a

group toward the achievement of goals.

Early Leadership Theories
• Trait Theories (1920s-30s)
 Research focused on identifying personal
characteristics that differentiated leaders from
nonleaders was unsuccessful.
 Later research on the leadership process identified
seven traits associated with successful leadership:
 Drive, the desire to lead, honesty and integrity, self-
confidence, intelligence, job-relevant knowledge, and
extraversion.

Early Leadership Theories (cont’d)
• Behavioral Theories
 University of Iowa Studies (Kurt Lewin)
 Identified three leadership styles:
– Autocratic style: centralized authority, low participation
– Democratic style: involvement, high participation, feedback
– Laissez faire style: hands-off management
 Research findings: mixed results
– No specific style was consistently better for producing better
performance
– Employees were more satisfied under a democratic leader
than an autocratic leader.

• Behavioral Theories (cont’d)
 Ohio State Studies
 Identified two dimensions of leader behavior
– Initiating structure: the role of the leader in defining his or
her role and the roles of group members
– Consideration: the leader’s mutual trust and respect for
group members’ ideas and feelings.
 Research findings: mixed results
– High-high leaders generally, but not always, achieved high
group task performance and satisfaction.
– Evidence indicated that situational factors appeared to
strongly influence leadership effectiveness.

• Behavioral Theories (cont’d)
 University of Michigan Studies
 Identified two dimensions of leader behavior
– Employee oriented: emphasizing personal relationships
– Production oriented: emphasizing task accomplishment
 Research findings:
– Leaders who are employee oriented are strongly
associated with high group productivity and high job
satisfaction.

The Managerial Grid
• Managerial Grid
 Appraises leadership styles using two dimensions:
 Concern for people
 Concern for production
 Places managerial styles in five categories:
 Impoverished management
 Task management
 Middle-of-the-road management
 Country club management
 Team management

The
Managerial
Grid
Source: Reprinted by permission of
Harvard Business Review. An exhibit
from “Breakthrough in Organization
Development” by Robert R. Blake,
Jane S. Mouton, Louis B. Barnes, and
Larry E. Greiner, November–
December 1964, p. 136. Copyright ©
1964 by the President and Fellows of
Harvard College. All rights reserved.
Exhibit 17.3
Contingency Theories of Leadership
• The Fiedler Model (cont’d)
 Proposes that effective group performance depends
upon the proper match between the leader’s style of
interacting with followers and the degree to which the
situation allows the leader to control and influence.
 Assumptions:
 A certain leadership style should be most effective in
different types of situations.
 Leaders do not readily change leadership styles.
– Matching the leader to the situation or changing the
situation to make it favorable to the leader is required.

Contingency Theories… (cont’d)
• The Fiedler Model (cont’d)
 Least-preferred co-worker (LPC) questionnaire
 Determines leadership style by measuring responses to
18 pairs of contrasting adjectives.
– High score: a relationship-oriented leadership style
– Low score: a task-oriented leadership style
 Situational factors in matching leader to the situation:
 Leader-member relations
 Task structure
 Position power

Findings of the Fiedler Model
Exhibit 17.4
• Hersey and Blanchard’s Situational Leadership
Theory (SLT)
 Argues that successful leadership is achieved by
selecting the right leadership style which is contingent
on the level of the followers’ readiness.
 Acceptance: leadership effectiveness depends on
whether followers accept or reject a leader.
 Readiness: the extent to which followers have the
ability and willingness to accomplish a specific task.
 Leaders must relinquish control over and contact with
followers as they become more competent.
Theory (SLT)
 Creates four specific leadership styles incorporating
Fiedler’s two leadership dimensions:
 Telling: high task-low relationship leadership
 Selling: high task-high relationship leadership
 Participating: low task-high relationship leadership
 Delegating: low task-low relationship leadership

Theory (SLT)
 Posits four stages follower readiness:
 R1: followers are unable and unwilling
 R2: followers are unable but willing
 R3: followers are able but unwilling
 R4: followers are able and willing

Hersey and Blanchard’s Situational Leadership Model
Source: Reprinted with permission from the Center for Leadership

Studies. Situational Leadership® is a registered trademark of the Center
for Leadership Studies. Escondido, California. All rights reserved.
Exhibit 17.5
• Leader Participation Model (Vroom and Yetton)
 Posits that leader behavior must be adjusted to reflect
the task structure—whether it is routine, nonroutine,
or in between—based on a sequential set of rules
(contingencies) for determining the form and amount
of follower participation in decision making in a given
situation.

• Leader Participation Model Contingencies:
 Decision significance
 Importance of commitment
 Leader expertise
 Likelihood of commitment
 Group support
 Group expertise
 Team competence

Leadership Styles: Vroom Leader Participation Model
• Decide: Leader makes the decision alone and either announces or
sells it to group.
• Consult Individually: Leader presents the problem to group
members individually, gets their suggestions, and then makes the
decision.
• Consult Group: Leader presents the problem to group members in
a meeting, gets their suggestions, and then makes the decision.
• Facilitate: Leader presents the problem to the group in a meeting
and, acting as facilitator, defines the problem and the boundaries
within which a decision must be made.
• Delegate: Leader permits the group to make the decision within
prescribed limits.
Source: Based on V. Vroom, “Leadership and the Decision-Making

Process,” Organizational Dynamics, vol. 28, no. 4 (2000), p. 84.
Exhibit 17.6
Time-Driven
Model
Source: Adapted from V. Vroom, “Leadership and

the Decision-Making Process,” Organizational
Dynamics, vol. 28, no. 4 (2000), p. 87.
Exhibit 17.7
• Path-Goal Model
 States that the leader’s job is to assist his or her
followers in attaining their goals and to provide
direction or support to ensure their goals are
compatible with organizational goals.
 Leaders assume different leadership styles at
different times depending on the situation:
 Directive leader
 Supportive leader
 Participative leader
 Achievement oriented leader

Path-Goal Theory
Exhibit 17.8
Cutting-Edge Approaches to Leadership
• Transactional Leadership
 Leaders who guide or motivate their followers in the
direction of established goals by clarifying role and
task requirements.
• Transformational Leadership
 Leaders who inspire followers to transcend their own
self-interests for the good of the organization by
clarifying role and task requirements.
 Leaders who also are capable of having a profound
and extraordinary effect on their followers.

(cont’d)
• Charismatic Leadership
 An enthusiastic, self-confident leader whose
personality and actions influence people to behave in
certain ways.
 Characteristics of charismatic leaders:
 Have a vision.
 Are able to articulate the vision.
 Are willing to take risks to achieve the vision.
 Are sensitive to the environment and follower needs.
 Exhibit behaviors that are out of the ordinary.

(cont’d)
• Visionary Leadership
 A leader who creates and articulates a realistic,
credible, and attractive vision of the future that
improves upon the present situation.
 Visionary leaders have the ability to:
 Explain the vision to others.
 Express the vision not just verbally but through
behavior.
 Extend or apply the vision to different leadership
contexts.

(cont’d)
• Team Leadership Characteristics
 Having patience to share information
 Being able to trust others and to give up authority
 Understanding when to intervene
• Team Leader’s Job
 Managing the team’s external boundary
 Facilitating the team process
 Coaching, facilitating, handling disciplinary problems,
reviewing team and individual performance, training, and
communication

(cont’d)
• Team Leadership Roles
 Liaison with external constituencies
 Troubleshooter
 Conflict manager
 Coach

Specific Team Leadership Roles
Exhibit 17.9
Leadership Issues in the 21st Century
• Managing Power
 Legitimate power  Expert power
 The power a leader has  The influence a leader
as a result of his or her can exert as a result of

position. his or her expertise,
 Coercive power skills, or knowledge.
 The power a leader has  Referent power
to punish or control.  The power of a leader
 Reward power that arise because of a

person’s desirable
 The power to give
resources or admired
positive benefits or
personal traits.
rewards.

Developing Credibility and Trust
• Credibility (of a Leader)
 The assessment of a leader’s honesty, competence,
and ability to inspire by his or her followers
• Trust
 The belief of followers and others in the integrity,
character, and ability of a leader.
 Dimensions of trust: integrity, competence,
consistency, loyalty, and openness.
 Trust is related to increases in job performance,
organizational citizenship behaviors, job satisfaction,
and organization commitment.

Suggestions for Building Trust
Practice openness.
Be fair.
Speak your feelings.
Tell the truth.
Show consistency.
Fulfill your promises.
Maintain confidences.
Demonstrate competence.
Exhibit 17.10
Providing Online Leadership
• Challenges of Online Leadership
 Communication
 Choosing the right words, structure, tone, and style for
digital communications.
 Performance management
 Defining, facilitating, and encouraging performance.
 Trust
 Creating a culture where trust among all participants is
expected, encouraged, and required,

Empowering Employees
• Empowerment
 Involves increasing the decision-making discretion of
workers such that teams can make key operating
decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problems.
 Why empower employees?
 Quicker responses problems and faster decisions.
 Addresses the problem of increased spans of control in
relieving managers to work on other problems.

Cross-Cultural Leadership
• Universal Elements of
Effective Leadership
 Vision
 Foresight
 Providing encouragement
 Trustworthiness
 Dynamism
 Positiveness
 Proactiveness

Gender Differences and Leadership
• Research Findings
 Males and females use different styles:
 Women tend to adopt a more democratic or
participative style unless in a male-dominated job.
 Women tend to use transformational leadership.
 Men tend to use transactional leadership.

Where Female Managers Do Better: A Scorecard
Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75. Exhibit 17.12
Heroic Leadership: Basics of Leadership
• Give people a reason to come to work.
• Help them to develop a passion for their work
• Instill in them a sense of commitment to their
colleagues
• Develop their sense of responsibility to
customers
• Be loyal to the organization’s people

Leadership Can Be Irrelevant
• Substitutes for Leadership
 Follower characteristics
 Experience, training, professional orientation, or the
need for independence
 Job characteristics
 Routine, unambiguous, and satisfying jobs
 Organization characteristics
 Explicit formalized goals, rigid rules and procedures, or
cohesive work groups

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8th edition

PowerPoint Presentation by Charlie Cook

Early Leadership Theories

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–2

Cutting Edge Approaches to Leadership

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–3

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–4

Leadership is the process of influencing a

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–5

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–6

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–7

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–8

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–9

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–10

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–12

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–13

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–16

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–17

Source: Reprinted with permission from the Center for Leadership

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–19

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–20

Source: Based on V. Vroom, “Leadership and the Decision-Making

Source: Adapted from V. Vroom, “Leadership and

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–23

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–25

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–26

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–27

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–28

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–29

as a result of his or her can exert as a result of

 Reward power that arise because of a

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–31

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–32

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–34

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–35

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–36

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–37

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–39

Copyright © 2005 Prentice Hall, Inc. All rights reserved. 17–40

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